Coach Students to Mastery
“At is most basic level, what coaches of elite performers do differently is a fairly straightforward process...”
According to Goodwin and Hubbell (2019) teachers can coach students to be elite performers by:
Observing students - This includes the use of formative assessments. Formative assessments are continuous and systematic and happens while instruction is happening. This creates a feedback loop to suss out gaps in learning (Southeast Comprehensive Center at SEDL, 2012).
Identifying opportunities for improvement - Mastery learning relies heavily on conversations, sharing ideas, models practices and resources (Nolan, 2016).
Improving targeted areas - There is a small effect for homework (0.13), but providing practice is much more effective (0.42). This means that homework can be assigned, but be assigned intentionally (Goodwin & Hubbell, 2013).
Reteaching as needed - When gaps in understanding are noted, the simple answer is to reteach. This doesn’t mean that teachers teach the same thing again but slower and louder. Instead teachers must try different tactics or methods (Goodwin & Hubbell, 2013). Adding and upgrading your menu of teaching tools can help with this process. Goodwin and Hubbell (2013) suggest observing others, conducting your own research, and asking colleagues for ideas.
Coaching Resources
References
Goodwin, B., & Hubble, E. R. (2013). The 12 touchstones of good teaching: a checklist for staying focused every day. ASCD, McREL International.
Nolan, J. (2016). Growing mastery in NYC. Phi Delta Kappan, 98(3), 41. https://doi.org/10.1177/0031721716677261
Southeast Comprehensive Center at SEDL. (2012, January). Using Formative Assessment to Improve Student Achievement in the Core Content Areas. Retrieved from http://www.sedl.org/secc/resources/briefs/formative_assessment_core_content/Formative_Assessment.pdf